Usage pédagogique des analogies dans l’enseignement supérieur
Necessary for learning, intuitive conceptions constrain the construction of new conceptions. "Argumentation by Analogy" has been developed as a pedagogical device to support students' conceptual change. Activities supported by digital technologies aim to make the intuitive conceptions...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2023-07-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/4866 |
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| _version_ | 1841546560764116992 |
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| author | Stéphanie Naud Emmanuel Sander Kalliopi Benetos |
| author_facet | Stéphanie Naud Emmanuel Sander Kalliopi Benetos |
| author_sort | Stéphanie Naud |
| collection | DOAJ |
| description | Necessary for learning, intuitive conceptions constrain the construction of new conceptions. "Argumentation by Analogy" has been developed as a pedagogical device to support students' conceptual change. Activities supported by digital technologies aim to make the intuitive conceptions mobilised by students through analogies explicit and to point out their limits through alternative analogies. The purpose of this paper is to report on the effects of the pedagogical use of analogies on teaching in a university context. Our hypotheses are tested in three studies using data collected from master's and first-year bachelor's students in education sciences. Results obtained from the qualitative (properties of the notion mobilised; nature of the similarities) and quantitative analyses make it possible to affirm that the ability to produce an analogy and the nature of its content qualify students’ mastery of the notion in question. Thus, collecting the students' conceptions of notions addressed through the production of analogies gives the teacher a precise vision of the degree to which these notions are acquired. The pedagogical design "Argumentation by Analogy" makes analogies used informally conscious and explicit so that they become a formal basis for the construction of new knowledge. |
| format | Article |
| id | doaj-art-28a15d4e9e0f4d7092ca2e5cb9519dba |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2023-07-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-28a15d4e9e0f4d7092ca2e5cb9519dba2025-01-10T16:18:37ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272023-07-013910.4000/ripes.4866Usage pédagogique des analogies dans l’enseignement supérieurStéphanie NaudEmmanuel SanderKalliopi BenetosNecessary for learning, intuitive conceptions constrain the construction of new conceptions. "Argumentation by Analogy" has been developed as a pedagogical device to support students' conceptual change. Activities supported by digital technologies aim to make the intuitive conceptions mobilised by students through analogies explicit and to point out their limits through alternative analogies. The purpose of this paper is to report on the effects of the pedagogical use of analogies on teaching in a university context. Our hypotheses are tested in three studies using data collected from master's and first-year bachelor's students in education sciences. Results obtained from the qualitative (properties of the notion mobilised; nature of the similarities) and quantitative analyses make it possible to affirm that the ability to produce an analogy and the nature of its content qualify students’ mastery of the notion in question. Thus, collecting the students' conceptions of notions addressed through the production of analogies gives the teacher a precise vision of the degree to which these notions are acquired. The pedagogical design "Argumentation by Analogy" makes analogies used informally conscious and explicit so that they become a formal basis for the construction of new knowledge.https://journals.openedition.org/ripes/4866enseignementargumentation par analogieconceptions intuitiveschangement conceptuel |
| spellingShingle | Stéphanie Naud Emmanuel Sander Kalliopi Benetos Usage pédagogique des analogies dans l’enseignement supérieur Revue Internationale de Pédagogie de l’Enseignement Supérieur enseignement argumentation par analogie conceptions intuitives changement conceptuel |
| title | Usage pédagogique des analogies dans l’enseignement supérieur |
| title_full | Usage pédagogique des analogies dans l’enseignement supérieur |
| title_fullStr | Usage pédagogique des analogies dans l’enseignement supérieur |
| title_full_unstemmed | Usage pédagogique des analogies dans l’enseignement supérieur |
| title_short | Usage pédagogique des analogies dans l’enseignement supérieur |
| title_sort | usage pedagogique des analogies dans l enseignement superieur |
| topic | enseignement argumentation par analogie conceptions intuitives changement conceptuel |
| url | https://journals.openedition.org/ripes/4866 |
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